Academic Journal
Q1Psychology Learning and Teaching
About Psychology Learning and Teaching
About Psychology Learning and Teaching
Psychology Learning and Teaching is a peer-reviewed scholarly journal published by 32 (United Kingdom). It focuses on Q1. Publication coverage spans 2011-2026.
Key indicators: ISSN 1475-7257; H-index 26.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (26): 26 articles have each received at least 26 citations, indicating growing recognition.
Publishing in Psychology Learning and Teaching
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Psychology Learning and Teaching?
1475-7257.
Who publishes Psychology Learning and Teaching?
32.
What are Psychology Learning and Teaching's metrics?
H-index 26.
Is Psychology Learning and Teaching peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Source-backed journal facts
Topics in published research
Evaluation of Teaching Practices; Academic and Historical Perspectives in Psychology; Innovative Teaching and Learning Methods; Education and Critical Thinking Development; Educational Strategies and Epistemologies; Educational and Psychological Assessments.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,650.00 USD; 2,676.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Exposure to Psychology Courses and Misconceptions About Psychology: A Multi-Site Student Survey
Douglas A. Bernstein, Jennifer McGee, E. Leslie Cameron, Dina Gohar et al.
2026-09-23 · DOI: 10.1177/14757257261489276Assessing Scientific Reasoning and Argumentation in Psychology: Teacher Criteria and Consistency
Marleen Evers, Jan Elen, Machteld Vandecandelaere
2026-09-22 · DOI: 10.1177/14757257261489787Pass/Fail Grading Versus Tiered Grading in a Theoretical Psychology Course: An Evaluation
Lisa Levelt, Chris Harris, Leslie van der Leer, Robert J. Weijers et al.
2026-09-16 · DOI: 10.1177/14757257261461930Response to Comments on the Target Article: Integrating Established APA Resources With AI Proficiency Will Empower the Psychology Major
Des Robinson, Julie Lazzara, Ngoc Bui, Darshon Reed et al.
2026-08-30 · DOI: 10.1177/14757257261481723Training Undergraduate Psychology Students in AI-Supported Scientific Writing in a Research Methods Course
Marissa A. Castellana, Megan Imundo, Katerina Christhilf, Whitney Hansen et al.
2026-08-19 · DOI: 10.1177/14757257261471430Feeling Valued at Work: Social Psychological Applications of Mattering Beyond the Classroom
Robin Kowalski, Cora Dodson
2026-08-05 · DOI: 10.1177/14757257261476482Integrating Established APA Resources With AI Proficiency Will Empower the Psychology Major
Des Robinson, Julie Lazzara, Ngoc Bui, Darshon Reed et al.
2026-07-24 · DOI: 10.1177/14757257261467184Artificial Intelligence Literacy as a Shared Educational Responsibility: Comment on Robinson et al. (2026)
Rajiv Jhangiani, Nick Baker
2026-07-14 · DOI: 10.1177/14757257261467363How Can Educators Improve the Teaching of Psychology Through AI? Comment on Robinson et al. (2026)
Michael Anthony Machin
2026-07-08 · DOI: 10.1177/14757257261466498Empowering the Psychology Major Through AI Integration: Comment on
Guy A. Boysen
2026-07-02 · DOI: 10.1177/14757257261466453AI Literacy in the Psychology Curriculum—Balancing Tradition and Innovation?: Comment on Robinson et al. (2026)
Lenka Sokolová
2026-07-02 · DOI: 10.1177/14757257261466454Editorial PLAT 25(2) 2026
Birgit Spinath, Zoe Maj Sander
2026-07 · DOI: 10.1177/14757257261448448Integrating Artificial Intelligence Proficiency in Undergraduate Psychology Curricula: Opportunities and Challenges: Comment on Robinson et al. (2026)
Ioulia Papageorgi
2026-06-30 · DOI: 10.1177/14757257261463957Psychology Education Needs an Ambitious Vision of AI Proficiency – Comment on Robinson et al. (2026)
Markus Langer
2026-06-30 · DOI: 10.1177/14757257261463951Equipping Psychology Majors with AI Proficiency Will Empower Them, but Will It Single Them Out? Comment on Robinson et al. (2026)
Katharina Scheiter
2026-06-30 · DOI: 10.1177/14757257261463897Psychological Literacy and Professional Competencies of Teachers
Eva Ballová Mikušková, Lucia Rapsová
2026-05-21 · DOI: 10.1177/14757257261452075Closing The Gap? Examining the Longitudinal Development of Intentions and the Intention–Behavior Gap in an Educational Psychology Lecture Course
Vivien Rieder, Eva Bosch
2026-07 · DOI: 10.1177/14757257261441073Predictors of Psychology Student GenAI Use and Grades on GenAI Secure Versus Unsecure Assessments
Phoebe E. Bailey, Anoushka Parylo, Kell Tremayne, Catherine O’Gorman et al.
2026-07 · DOI: 10.1177/14757257261430600Navigating GenAI in Psychology Education: Assessment Validity, Academic Integrity, and the Realities of Teaching in an AI-Rich Era
Jean-François Delvenne
2026-07 · DOI: 10.1177/14757257261427151Special Issue on Multimedia Learning in Psychology Learning and Teaching
Ines Zeitlhofer, Joerg Zumbach
2026-03 · DOI: 10.1177/14757257251412028Reviews
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Version History
October 10, 2026 at 12:05 am
October 2, 2026